Motivation, achievement, and advanced placement intent of high school students learning science

Within the framework of social cognitive theory, we examined the motivation of students (14–16 years old) to learn science in their introductory science courses. The students responded to a questionnaire about their intrinsic motivation, self‐efficacy, and self‐determination. The students also wrote essays about their motivation, and individual interviews were conducted with a representative sample of students. We found that the students' intrinsic motivation, self‐efficacy, self‐determination, and achievement were related. Consistent with social cognitive theory, self‐efficacy was the motivation factor most related to achievement. The Advanced Placement Program (AP) aspirants were higher than nonaspirants in intrinsic motivation, self‐efficacy, self‐determination, and achievement. Patterns in students' essays and interviews identified inspiring teachers, career interests, and collaborative‐learning activities as strong motivators. The findings suggest that science teachers should use social modeling and collaborative‐learning activities to foster students' motivation, achievement, AP intent, and interest in science careers.